Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty

Simple item page
dc.contributor.authorLane, David
dc.contributor.authorOswald, Fred
dc.contributor.orgDepartment of Psychology
dc.date.accessioned2015-02-20T18:12:29Z
dc.date.available2015-02-20T18:12:29Z
dc.date.issued2012
dc.description.abstractOne of the most cited findings reported in the book Academically Adrift: Limited Learning on College Campuses by Arum and Roska is that 45 percent of the students did not show a statistically significant gain in critical thinking. In this paper we show that the significance tests were conducted incorrectly and that it would be very unlikely for any single student to show a statistically significant gain.
dc.identifier.citationLane, David and Oswald, Fred. "Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty." (2012) https://hdl.handle.net/1911/79040.
dc.identifier.urihttps://hdl.handle.net/1911/79040
dc.language.isoeng
dc.subject.keywordcritical thinking
dc.subject.keywordacademically adrift
dc.subject.keywordstatistics
dc.subject.keywordnumeracy
dc.titleStatistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty
dc.typeReport
dc.type.dcmiText
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
statistically_adrift.pdf
Size:
54.5 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.61 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Faculty Publications
Department of Psychological Sciences Papers and Publications